Professional Development for Classroom Teachers

Professional Development for Classroom Teachers

Jeffrey Maiden (University of Oklahoma, USA)
DOI: 10.4018/978-1-7998-1766-6.ch012

Abstract

The professional development of teachers in instructional technology is of paramount importance. This chapter provides an overview of the topic, beginning with adult learning as a foundation. Teachers are adults, and any type of professional development, whether related to technology or not, should meet the needs of adult learners. The chapter subsequently provides a review of professional learning communities (PLCs), which may provide a venue for impactful, sustainable technology professional development. Next, teacher-led technology professional development and peer coaching are addressed, followed by a discussion of the use of the community, corporate, and university partnerships that may enhance professional development through symbiotic relationships. The chapter concludes with a discussion of virtual professional development, which may serve a dual purpose of enhancing professional development sustainability as well as modeling technology use for instructional purposes.
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Technology Professional Development As Adult Learning

Ultimately, professional development is about learning, and professional development of teachers (generally and for technology integration specifically) is connected to adult learning. Awareness of adult learning theory and andragogy may enhance the professional development experience for teachers.

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